Anti-racism curricula in undergraduate medical education: A scoping review

Binda, Dhanesh D.; Kraus, Alexandria; Gariépy-Assal, Laurence; Tang, Brandon; Wade, Carrie G.; Olveczky, Daniele D.; Molina, Rose L.

doi:10.1080/0142159x.2024.2322136

Medical Teacher

2024

DOI: 10.1080/0142159x.2024.2322136

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Anti-racism curricula in undergraduate medical education: A scoping review

Dhanesh D. Binda,

Alexandria Kraus,

Laurence Gariépy-Assal

et al.

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2024

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Cited by 2 publications

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“…In a recent scoping review, Binda and colleagues analyzed the current state of antiracism curricula in undergraduate medical education (UME), finding that 75% of antiracist curricula are focused on first-and second-year medical students only, most educational interventions are in the form of small-group case discussions or lectures, and few assess for behavior change. 3 In this issue of the Journal of Hospital Medicine, Hayes et al report the results of a study focused on addressing racism in a pediatric hospitalist clinical environment. 4 The authors created Social Justice Rounds (SJR), a novel antiracist intervention within the third-year pediatric clerkship.…”

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A critical juncture in antiracism education: From classroom to bedside

Stein,

Garg

2024

Journal of Hospital Medicine

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A critical juncture in antiracism education: From classroom to bedside

Stein,

Garg

2024

Journal of Hospital Medicine

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Examining the Role of Medical School Faculty in Developing Students’ Cultural Humility Skills: Insights From a Single-Center Multimethod Study

Binda,

Harris,

Tan

et al. 2024

Global Advances in Integrative Medicine and Health

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Background While the Liaison Committee on Medical Education emphasizes the teaching of cultural competence in medical education, the concept of cultural humility, focusing on self-reflection and lifelong learning, has been proposed as a more effective approach. Although there have been numerous discussions on both topics, understanding how faculty in clinical settings help students develop cultural humility skills remains limited. Objective Our multimethod study utilized a survey and semi-structured interviews to identify strategies that faculty at one institution use to help students develop cultural humility skills. Methods We administered a 10-question survey to assess faculty demographics, teaching characteristics, and familiarity with cultural humility. Participants most familiar with cultural humility were invited for semi-structured interviews. Survey data were analyzed with descriptive statistics, and interview data were thematically analyzed to identify key teaching strategies. Results In our study of 49 medical faculty members, the majority of participants were female (61%) and predominantly White (67%), covering a wide range of specialties and years of teaching. Of the participants, 74% expressed being at least somewhat familiar with cultural humility, and 10 consented to interviews. Strategies for cultural humility education included one-on-one instruction, feedback, and reflections. Thematic analysis underscored fostering learner curiosity about cultures, early patient exposure, and incorporating diverse learning perspectives as essential in developing students’ cultural humility skills. Conclusion Cultural humility is an important attribute for healthcare professionals that can enhance patient-centered care. Through focused interviews with faculty in our study and subsequent thematic analysis, our results suggest the need for longitudinal and multimodal educational strategies to cultivate cultural humility among medical students. By understanding current teaching methods, educators can design and assess more effective curricula to prepare future doctors for a culturally diverse patient population.

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Anti-racism curricula in undergraduate medical education: A scoping review

Cited by 2 publications

References 51 publications

A critical juncture in antiracism education: From classroom to bedside

A critical juncture in antiracism education: From classroom to bedside

Examining the Role of Medical School Faculty in Developing Students’ Cultural Humility Skills: Insights From a Single-Center Multimethod Study

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